When/why do we need to write with proper English? Why does editing matter?
Developing a thesis and supporting reasons/details
Writing an introduction and a conclusion
Using a thesaurus and revising word choice
Simple sentences, coordinating conjunctions, and compound sentences
Reflecting on writing and setting personal goals
Grammar (connected to ongoing writing pieces) (End of Oct)
Subordinating conjunctions, dependent/independent clauses, and complex sentences
Poetry (Nov/Dec)
Song lyrics as poetry
Langston Hughes (using poetry for social change)
William Shakespeare (rhythm, rhyme, sonnet form)
Naomi Shihab Nye (poetry is not a right/wrong answer)
E.E. Cummings (playing with line breaks, punctuation, etc.)
Focus on close reading and author's choices
Each child chooses a poet, discusses poems by that poet in with a group of other students, describes the poets style with his/her group, and creates a rubric for evaluating a poem written in that poets' style
Assessment: Poet Study packet, Poet Style packet, poem in the style of the chosen poet, explanation of the student's poem
Business Letters (January)
Business letter format v. friendy letter format and how to address an envelope
Writing for an audience
Necessary/unnecessary details
Run-on Sentences and compound-complex sentences
Reflecting on writing and setting personal goals
Essential Question: What Makes an Argument Convincing? (February/March)
Evaluating arguments (thesis and evidence) in The New York Times: Room for Debate
Evaluating how arguments change when presented through speaking (analyzing TED talks)
Creating argument and evidence based podcasts and/or video speeches on the social studies and science question "Should people be allowed to breed designer dogs using genetic modifications?" - Final assessment ties in using data visually, make notes on a speech and speaking convincingly, creating a thesis, creating an outline, revising by setting personal goals, using complex sentences for transitions, etc.
Reading Informational Text Standards, Grade 7
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text.
6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
7. Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject (e.g.) how the delivery of a speech affects the impact of the words.
8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claim.
9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretation of facts
Writing Standards, Grade 7
1. Write arguments to support claims with clear reasons and relevant evidence
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Speaking and Listening Standards, Grade 7
3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
Chains by Laurie Halse Anderson (April) - CHANGING THIS YEAR TO MEET COMMON CORE STANDARDS (Lit Circle style?)
How much liberty should fiction writers be allowed in portraying history?
How do the characters change throughout the book and what conflicts do they face?
How does the meaning of freedom change from different perspectives?
How can a different point of view change an account of history?
How does Laurie Halse Anderson use irony, themes, and symbolism to enhance change?
Vocabulary building using collaborative student generated dictionary on a wiki
Satire (May)
Tools of satire (hyperbole, understatement, hyperbole, incongruity, verbal irony and sarcasm)
Swift's "Modest Proposal" and satire in essays/articles
Analyzing satire in political cartoons
Analyzing satire in tv and movies
Analyzing satire in music
Creating satire on modern topics and social studies topics
Essential Questions: What is satire and how is it used on the Internet, in songs, on TV, etc.? What are the tools of satire? Where do I see satire every day? How can I create change in my society with a cartoon, song, etc?
Reviews (June)
Student investigation of the characteristics of well-written reviews (Teacher presented mentor text, group exploration of student chosen mentor texts, and group work to determine the characteristics)
Dangling and misplaced modifiers
Student-directed work on building writing skills on personal weaknesses
Reflecting on writing and setting personal goals
Drama/Filmography (June)
TBD
Yearlong Units
Goodreads (Independent Reading program)
Logging 90 minutes a week
Recommendations to classmates online and in-class book talks
Asking questions about one another's reading choices and responding with comments
Trips to the local library
Vocab Workshop (Level C, Units 1-8)
Synonyms, antonyms
Connotation
Roots
Parts of speech
Using prepositions
Integrating vocabulary words in all writing assignments (extra credit)
Reading (2 Sets of Literature Circles- Book 1 (Utopia) The Giver, The Adoration of Jenna Fox, Uglies, and The Misfits; Book 2- Complete Student Choice) Essential Question: Is it possible for a utopia to exist? Speaking and listening skills for groups Prediction Making Character Motivation Foreshadowing Symbolism Connections to skills for Writing Lab Using research to enhance the understanding/discussion of a book Using evidence (doing research) to write a literary analysis paper with MLA citations (for example,"Will the science fiction in the novel become reality?)
Writing Lab Basic elements of novels (setting, conflict, etc.) Plot development Character development (desire, changes, etc.) Dialogue Showing, not telling (through dialogue and action)
L.A.
Personal Essays (Sept/Oct)
Grammar (connected to ongoing writing pieces) (End of Oct)
Poetry (Nov/Dec)
Business Letters (January)
Essential Question: What Makes an Argument Convincing? (February/March)
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as draw inferences from the text.
6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
7. Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject (e.g.) how the delivery of a speech affects the impact of the words.
8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claim.
9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretation of facts
Writing Standards, Grade 7
1. Write arguments to support claims with clear reasons and relevant evidence
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Speaking and Listening Standards, Grade 7
3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
Chains by Laurie Halse Anderson (April) - CHANGING THIS YEAR TO MEET COMMON CORE STANDARDS (Lit Circle style?)
Satire (May)
Reviews (June)
Drama/Filmography (June)
Yearlong Units
Reading (2 Sets of Literature Circles- Book 1 (Utopia) The Giver, The Adoration of Jenna Fox, Uglies, and The Misfits; Book 2- Complete Student Choice)
Essential Question: Is it possible for a utopia to exist?
Speaking and listening skills for groups
Prediction Making
Character Motivation
Foreshadowing
Symbolism
Connections to skills for Writing Lab
Using research to enhance the understanding/discussion of a book
Using evidence (doing research) to write a literary analysis paper with MLA citations (for example,"Will the science fiction in the novel become reality?)
Writing Lab
Basic elements of novels (setting, conflict, etc.)
Plot development
Character development (desire, changes, etc.)
Dialogue
Showing, not telling (through dialogue and action)